There are numerous pros and cons when attempting to integrate technology into a classroom setting. On the one hand, technology can be used to better facilitate an inquiry-based learning environment, it can be directed to enhance classroom learning, and it can be utilized to encompass all learning styles. Moreover, in an increasingly technologically engaged society its integration into the classroom was inevitable. On the other hand, technology can hinder the learning environment for it allows students to focus on a topic’s outline, and not provide them with the time to properly synthesize a topic. Technology is also costly and ever-evolving, making training for faculty and students necessary to fully comprehend how and in what way the advancements function. Furthermore, technology tends to fail at the most inopportune times, causing instructors to lose valuable time struggle with the machines rather then providing information to the class.
I believe that it is important for instructors using technology as a teaching component to refrain from relying on it too much. It seems that if it takes two hours to prepare technology for every one hour of in-class teaching (or 4 for that matter) that the instructors seem to be focusing a lot of time of making the content visually appealing, rather then informative and useful to the audience. I am not saying that preparation for class is not time-consuming, but, from personal experience, some individuals tend to focus more on presentation then content
The most useful tidbit of information I retained from Davis
The question that arises when reading about technology in the classroom is when does technology no longer aid in the development of classroom information/discussions? Is there a point in which there is too much technology and not enough lecturing, or will this never be the case?
A very important aspect has been focused in your post. The most important issue lies in the use of technology in the classroom is maintaining the balance in between the lecturing and the technical preparation for it. I also think it is also important to design the presentation in a prudent way to engage student’s attention to the lecture topic. Showing some relevant images prior to the main presentation may attract the mass attention but might create some confusion about the upcoming topic. So the presenter must be very aware of that effect too. Especially for mathematical analysis based subjects traditional chalk-blackboard style seems better than PowerPoint slides and a lot of professors just do that. In my view, there should be a balance between the traditional note-taking and PowerPoint presentation. Instead of being busy with the making of presentation, the instructor may utilize her time with more information gathering and combining them. According to Davis, the enthusiasm of the students may decrease due to the access of too much information in the slides. So it is the responsibility of the instructor to maintain this balance.
ReplyDeleteAs you stated in your post, the design of a presentation is important, but I feel for many professors, it becomes a cover-up to a poor lecture. I am talking about PowerPoint’s “fly-in,” “fade-out,” and other transitions. I know professors who add that to all their presentations to as they call it “spice them up a bit.” My view is that they are trying to make a boring presentation better by adding all these unnecessary features to their presentations. If the professor would spend that hour making the lecture better, instead of “spicing up” the presentation, we would have much better lectures in colleges.
ReplyDeleteSecond, I wanted to touch on what you stated about technology having its positives and negatives. I feel technology does have its place in the classroom; however, what is taught has to be the most important part of the presentation. Blogs, discussion boards, surveys, etc. can all enhance a class, but technology should not become the class.